Academic Delay Of Gratification Research Articles

Effects of Online Game and Short Video Behavior on Academic Delay of Gratification - Mediating Effects of Anxiety, Depression and Retrospective Memory.

Learner dependence on short videos has many pitfalls for learning outcomes, but the negative effects of excessive short video use have been little discussed in the learning psychology literature. Therefore, this study investigated the effects of excessive short video use on anxiety, depression, prospective memory, and academically delayed gratification (ADOG) in relation to online gaming-related behaviours, and explored the possible mechanisms by which excessive online gaming and short video use may lead to decreased ADOG, to expand our understanding of excessive short video use. Based on the whole class random sampling method, a questionnaire survey was conducted among college students in Northern Anhui, China from May 7 to July 27, 2022. The questionnaires included the Generalized Anxiety Disorder Scale (GAD-7), Patient Health Questionnaire Scale (PHQ-9), Prospective and Retrospective Memory (PRM) Questionnaire, and ADOG Scale. A total of 1016 participants completed the survey. The study found that of all the internet behaviors, 20.8% of the college students mainly played online games, 43.9% mainly played short videos, and 35.3% conducted other online behaviors. When compared with other internet behaviors, online gaming and short video behaviors can cause more serious anxiety/depression and worse PRM and ADOG scores. As time spent playing online games and short videos increased, anxiety and depression became worse, and the scores for PRM and ADOG also declined. Anxiety, depression, and PRM mediate the relationship between time spent on online gaming/short videos and ADOG. Excessive short videos behaviour may produce the same psychological problems and learning problems as online gaming disorder. Excessive short video and online gaming behaviors may affect ADOG performance through anxiety, depression, and prospective memory. These findings could be used as a basis for future studies on the improvement of ADOG.

Grit and Academic Self-Efficacy as Serial Mediation in the Relationship Between Growth Mindset and Academic Delay of Gratification: A Cross-Sectional Study.

With a growth mindset, individuals focus on the process of growth, actively seek challenges, recognise and accept failures, and apply more effort and monitor themselves to overcome difficulties. Doing so translates into excellent academic performance. However, it has not yet been fully clarified how growth mindset affects academic delay of gratification (ADG) and the mechanisms underlying their interactions. In this study, grit and academic self-efficacy were tested as mediating mechanisms between growth mindset and the ADG using a serial mediation effect model based on self-determination theory (SDT). A cross-sectional design was conducted with 759 Chinese junior high school students using the following tools: Growth Mindset Scale, Short Grit Scale, Academic Self-efficacy Scale, and Academic Delay of Gratification Scale. Hypotheses were tested using structural equation modeling. The results showed that: (1) by gender and grade control, growth mindset indicated a positive significance in the prediction of ADG; (2) grit and academic self-efficacy played a mediating role in the influence of a growth mindset on the ADG. Grit and academic self-efficacy also have a serial mediation effect between growth mindset and ADG. The results showed that a growth mindset does not only directly affect the ADG but also indirectly affects it through grit and academic self-efficacy. Based on SDT, this study further revealed the potential mechanism of a growth mindset affecting the ADG. Furthermore, it provides practical guidance for the cultivation of ADG for junior high school students.

Adolescent user behaviors on short video application, cognitive functioning and academic performance

Despite the soaring popularity of short video application (SVA) worldwide and its unique affordances provided for adolescent development, little is known about its potential impact on adolescent users' cognitive ability. This study aimed to examine whether and how adolescents’ user behaviors regarding SVA, including daily usage and reliance on algorithmic recommendations, predict their cognitive functioning and academic performance. A sample of Chinese adolescents from two age cohorts (Mage = 12.25, SD = 0.02, N = 454; Mage = 15.21, SD = 0.02, N = 368) completed the survey on SVA user behavior and cognitive ability tests regarding academic delay of gratification (ADOG), working memory and verbal ability, with their academic performance assessed by final exam grades. The findings reveal that daily usage of SVA predicted lower ADOG and academic performance for both age cohorts. SVA daily usage also predicted lower working memory and verbal ability for the younger cohort only, which simultaneously mediated the associations between their user behaviors and poorer academic performance. And the dependency on algorithmic personalization predicted lower working memory for the younger cohort only. Regarding the age differences in SVA-related effects, the study further points out the higher susceptibility of younger adolescents to SVA use compared to their older counterparts, which should be noted by students, parents, educators and researchers so as to prevent the potentially negative impact of using SVA.

The chain-mediation pathway of gender regarding academic delay of gratification in college students is regulated by anxiety/depressive mood and prospective memory.

This study investigated the relationship between gender and academic delay of gratification (ADOG) in college students and explored the mediating roles of anxiety/depressive mood and prospective memory to provide a theoretical intervention approach based on internal mechanisms. Random cluster sampling was conducted on 609 students from three universities situated in the Province of Anhui, China with the use of data from several questionnaires: the general information questionnaire, Generalized Anxiety Disorder Scale, Patient Health Questionnaire, Prospective and Retrospective Memory (PRM) Questionnaire, and ADOG Scale. The females' anxiety and depression levels were lower than that of the males, while the female PRM and ADOG performance improved when compared to that of the males. Anxiety and depression were negatively correlated with PRM and ADOG, respectively, whereas the PRM and ADOG data demonstrated a positive correlation. Depression/anxiety and prospective memory also played a chain intermediary role between gender and ADOG. Gender not only directly affects college students' ADOG, but it also has indirect effects through depression/anxiety and prospective memory. Therefore, it is very important to treat students' mental health differently according to gender to improve prospective memory and delayed academic satisfaction.

Sustaining motivation and academic delay of gratification: Analysis and applications

ABSTRACT To be academically successful, students need to delay gratification, sustain motivation, keep a high level of self-efficacy, and maintain an appropriate balance within their hot/cool cognitive-affective system. The cognitive-affective personality system includes 5 cognitive-affective mediating components (i.e., individuals’ way of encoding themselves and situations; expectancy for success and beliefs; affective responses, emotions, and feelings; goals and values; and competencies and self-regulatory plans), and it is the theoretical framework that guides this article. Consistent with the theme of this special issue and by focusing on college students, I present applications of motivational theory to educational practices for each of the 5 cognitive-affective mediating components with particular attention to a hot-cool system analysis of delaying gratification. The article describes specific motivational practices that could advance existing knowledge and enhance teaching, learning, and performance among college students. The article provides practical applications about how teachers could promote motivation when assigning long-term projects.

AN EXPECTANCY VALUE THEORY PREDICTS ACHIEVEMENT IN UNDERGRADUATE STATISTICS THROUGH ACADEMIC DELAY OF GRATIFICATION

We tested a model that integrates academic delay of gratification with Expectancy Value Theory to predict achievement in an undergraduate psychology and nursing statistics class at a metropolitan university in the southeastern United States. We analyzed measurements (n = 163: 80.4% female) of past performance, academic delay of gratification, effort, value, affect, and cognitive competence with students’ final exam score. The path model analyzed explained 14.9% of the variance in scores. Past performance inmathematics and student effort had direct effects on grades and all expectancy value theory constructs, as well as academic delay of gratification, were indirectly related to grades. We present details of our analysis and discuss theoretical and pedagogical implications of this study. First published June 2020 at Statistics Education Research Journal Archives

Development of motivation in first-year students in Dutch senior secondary vocational education

This study examined the development in motivation for school in students in senior secondary vocational education and factors related to this development. There have been many concerns about a decline in motivation after school transitions. Little about this subject is known in relation to the transition to senior secondary vocational education. Knowledge about this is necessary, as the decline is expected to be more extensive in this type of school because the percentage of dropouts is high. For this research, 614 first-year students filled out a questionnaire four times. The results showed little average change in motivation during the first school year, although there was a decrease in students' academic delay of gratification after the transition. Associations with motivation similar to those found in studies of secondary schools were found, but only at the start of the school year, not with changes in it during the remainder of the year.

The Impacts of Future Time Perspective on the Academic Delay of Gratification among Chinese and Thai University Students

This study explored the relationship between future time perspectives and academic delay of gratification among university students in China and Thailand. Specifically, a cross-cultural perspective was employed to establish a structural equation model between the two variables. Surveys were distributed to 200 randomly selected students from five universities in China and Thailand. All resulting data were sorted using SPSS 22.0, while statistical analyses were conducted using the AMOS 17.0 software. Results showed that future time perspectives had a significant impact on the academic delay of gratification among Chinese university students, but there was no significant influence among Thai university students. Future time perspectives and academic delay of gratification among university students are highly relevant topics in the field of development and educational psychology. The following article discusses the practical significance of these results in regard to mental health education. These findings should also provide a valuable point of reference in the general pedagogical context. Therefore, it provides evidence for improving the competitiveness of future college students and cultivating first-class international talents, in order to play the value and role of application in university education. https://doi.org/10.26803/ijlter.18.11.6

Flourishing is Associated with Achievement Goal Orientations and Academic Delay of Gratification in a Collectivist Context

Existing studies have demonstrated that well-being catalyzes key learning outcomes. However, previous investigations concentrated on examining the link of subjective well-being dimensions such as positive affect and life satisfaction to academic achievement, motivation, and engagement. Also, limited research has been done to examine how flourishing may relate to positive academic outcomes. The present research filled this gap through assessing the extent to which flourishing may be associated with various types of achievement goal-orientation (i.e., mastery-approach goals, mastery-avoidance goals, performance-approach, and performance-avoidance goals) and academic delay of gratification among 487 undergraduate students in the Philippine setting. Results of structural equation modeling showed that flourishing was associated with higher levels of academic delay of gratification and mastery approach goals. Flourishing was also linked to higher degree of performance-approach, mastery-avoidance, and performance avoidance goals. The theoretical and practical implications are discussed.

The Comparison of Critical Thinking, Metacognitive reading Strategies and Academic Delay of Gratification in Student- Teachers according to Gender and Feild of Study

The Comparison of Critical Thinking, Metacognitive reading Strategies and Academic Delay of Gratification in Student- Teachers according to Gender and Feild of Study

The Relationships between Preschool teacher efficacy and Academic Delay of Gratification

The Relationships between Preschool teacher efficacy and Academic Delay of Gratification

Academic Delay of Gratification: A Construct Validation with High School Students

Academic Delay of Gratification: A Construct Validation with High School Students

Relationship between hope and academic delay of gratification among undergraduate nursing students

Objective To investigate the academic delay of gratification and its influencing factors among undergraduate nursing students. Methods A total of 281 students in 2 colleges of Harbin were included using convenience sampling method from April to May in 2016 and surveyed using questionnaire. Demographic questionnaire, college students' hope questionnaire and academic delay of gratification scale were used for the questionnaire. Results The mean score of the hope of undergraduate nursing students was (2.92±0.43) . The score of family hope was the highest, while the score of love hope was the lowest in the five subscales of hope. The mean score of undergraduate nursing students' academic delay of gratification was (2.65±0.54) . The influencing factors of academic delay of gratification in undergraduate nursing students included academic hope, leisure hope, gender and grade. Conclusions The academic delay of gratification of undergraduate nursing students is influenced by various factors. Higher nursing institutions should establish effective measures and improve management system to increase the academic delay of gratification of undergraduate nursing students and strengthen their physical and mental health. Key words: Nursing care; Undergraduate students; Hope; Academic delay of gratification

Validation of Academic Delay of Gratification Scale among Indian Professional Courses Students

The present study is an attempt to conduct factor analysis of the Academic Delay of Gratification Scale (ADOGS) for college students, with 10 items, prepared by Bembenutty and Karabenick (1998), on Indian professional courses students. 461 students (256 boys and 205 girls) from engineering, pharmacy, law and education professional courses of Sultan Ul Uloom Education Society, Hyderabad, voluntarily participated in the study, out of which 336 students (190 boys and 146 girls) were part of exploratory factor analysis. With the help of SPSS Statistics Ver.23, Principal Axis Factor extraction method and Varimax rotation, two factors were extracted. Monte Carlo PCA Parallel Analysis was used to settle for one factor explaining 16% variance. The reliability of the instrument using Cronbach’s Alpha was found to be 0.715. SPSS Amos Ver. 23 was used to confirm the factor structure and establish within-network construct validity of the instrument using Fit index tests like Chi test p value, DF, CMIN/DF, TLI, CFI, IFI, NFI,RMR and RMSEA from the data of 125 students (66 boys and 59 girls), followed by between network validity based on construct validation approach using Pearson’s product moment correlation the data of 136 students (100 boys and 36 girls) measuring their academic delay of gratification and emotional intelligence. There were sufficient evidences to establish that this instrument in its present form can be administered on Indian urban students for the measurement of academic delay of gratification.

A Study on the Relationship between Academic Delay of Gratification and Emotional Intelligence in Professional Courses Students

The present study is an attempt to examine the relationship between academic delay of gratification and emotional intelligence in professional courses students. Sample for the study includes 136 urban students ( 99 boys and 37 girls ) from Engineering, Pharmacy, Law and Education courses of Sultan Ul Uloom Education Society, Banjara Hills, Hyderabad, Telangana, India. The data for measuring delay of gratification is collected using Academic Delay of Gratification Scale (ADOGS) for college students prepared by Hefer Bembenutty (1997). Emotional intelligence is measured by collecting data using the Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue- ASF), prepared by Petrides, K. V. and Furnham, A. (2006) for adolescents. For data analysis, Pearson’s Product-Moment Correlation coefficient is used. The significance of the test is calculated for the level of significance α at 0.05, using SPSS Statistics Ver.23. Power analysis using G Power Software is used to reveal the minimum sample size to 112 for effect size 0.3 and power 0.9. The findings of the study reveal positive in nature, moderate in strength and highly significant relationship between the variables. No role of gender is found. Educational implications are discussed.

The Invariance of Factorial Structure of the Academic Delay of Gratification Scale across Two Samples of Omani and British Adolescents: A Cross-Cultural Psychometric Study

The present study aimed at investigating the factorial structure of the Academic Delay of Gratification Scale (ADGS) that best fit the data of two Omani and British samples, and whether this factorial structure is invariant across these two samples. The sample of the study included 450 (235 males and 215 females) and 410 (215 males and 195 females) Omani and British adolescents, respectively. The results of the multi-group confirmatory factor analysis showed that the scale had a unidimensional factorial structure in both samples and that this factorial structure was completely invariant when compared between gender across the two samples (Omani males versus British males, and Omani females versus British females) and between males and females in the British sample. However, this factorial structure was partially invariant when compared between males and females in the Omani sample. The results of the latent mean analysis showed that females had significantly higher levels of academic delay of gratification when compared with males in both samples. The results showed that there was a positive correlation between students’ scores on the ADGS and their academic achievement scores in both samples. The results also showed that high achievers had significantly higher levels of academic delay of gratification than low achievers in both samples.

Self-regulation of learning and performance among students enrolled in a disciplinary alternative school

This paper reports on a study that examined social and academic factors predicting academic performance among 180 high school students enrolled in a disciplinary alternative school. Social and self-regulatory factors are expected to explain students' academic performance in an alternative educational environment. Results indicate that study hours, self-regulation, intrinsic motivation, self-efficacy beliefs, academic delay of gratification, and grade level were significantly related to academic performance. These findings suggest that there are individual differences in the ways in which students respond to these alternative academic settings.

A Narrative Review of the Literature on Academic Delay of Gratification Construct

Most of the research on academic delay of gratification, a vital academic variable, is available in foreign context. Research studies on this construct on Indian students at secondary, higher secondary and tertiary levels and a subsequent body of its literature are warranted. This is call for an awareness of the already available edifice of research work on this construct. The present study is a narrative review of the available literature on academic delay of gratification in a chronological manner. Electronic databases like Mandeley, Pub Med, ERIC and Google Scholar were used as data sources. Literature in the form of research articles and review articles were searched. The works with the exact keyword in their title were selected for study, and the literature on related keywords was strictly ignored, except a few seminal papers on a closely related variable, delay of gratification. The literature review included research articles starting from the first published work that linked the variable delay of gratification to enhanced academic performance by Walter Mischel et al. in 1990 to the latest research work done in 2016 by the researcher. Qualitative analysis was done on the selected articles for review. The study found that most of the research on this variable was conducted only on college students, followed by secondary school, middle school, higher secondary school and elementary school students as samples, respectively. The Indian version of the original ADOG scale is not available yet. These findings can pave way for further research on academic delay of gratification in India.

A Study on the Relationship between Academic Delay of Gratification and Dispositional Optimism in Higher Secondary School Students

The present study is an attempt to examine the relationship between academic delay of gratification and dispositional orientation variables. Sample for the study includes 60urban students (30 boys and 30 girls) of class XI of a junior college in S.R. Nagar, Hyderabad, Telangana, India. The data for measuring delay of gratification is collected using Academic Delay of Gratification Scale (ADOGS) for college students prepared by HeferBembenutty (1997). Dispositional optimism of the students is measured by collecting data using theRevised Life Orientation Test Scale (LOT-R) for college students prepared by Scheier, Carver and Bridges (1994). For data analysis, Pearson's Product-Moment Correlation coefficient and Point-biserial correlation coefficients are calculated using SPSS ver.20. The significance of the test is calculated for the level of significance ? at 0.01. The findings of the study reveal positive andmoderatelystrong relationship between academic delay of gratificationand dispositional optimism. Boys are found to possess significantly less academic delay of gratification when compared to girls.No role of gender is found on the variable dispositional optimism.

Enabling Delay of Gratification Behavior in Those Not So Predisposed: The Moderating Role of Social Support.

The presence of delay of gratification (DG) in childhood is correlated with success later in a person's life. Is there any way of helping adults with a low level of DG to obtain similar success? The present research examines how social support helps those low in DG nonetheless to act similarly to those high in DG. This research includes both correlational studies and experiments that manipulate social support as well as both field studies and a laboratory study. The results show that with high social support, employees (Study 1) and university students (Study 2) low in DG report vocational and academic DG behavioral intentions, respectively, similar to those high in DG. Study 3 found that participants low in DG who were primed with high social support expressed job-choice DG similar to those high in the DG. Study 4 controlled for mood and self-image and found that participants low in DG who were primed with high social support expressed more money-choice DG than those high in the DG. Study 5 showed that social support moderated the relationship between DG and actual DG behaviors. These findings provide evidence for a moderating role of social support in the expression of DG behavior.